The Americans with Disabilities Actwas passed into law July 26, 1990, as historic civil rights legislation for people with disabilities to promote public access, ensure accommodations, and reduce stigma for people with disabilities.

For the most part, the law has met its mission. However, over 20 years later the stigma and negative stereotypes for those suffering from Attention Deficit Hyperactivity Disorder persist.

These are some of the stereotypes associated with children that have ADHD and ADD.

• They are lazy and unmotivated.

• They are inconsiderate with no manners and no regard for others.

• They need to act nicer if they want friends.

• Things would get done if they will just focus.

• They have bad parents.

• The child needs more discipline and structure.

As a parent, the last one strikes my heart. I am a disability advocate and professional with the unique perspective of being an adoptive mom of children with disabilities. My oldest has ADHD, accompanied with severe anxiety. ADHD and ADD are non-apparent or hidden disabilities. First observing a child or adult, one may not realize the presence of this disability. As a result, misunderstandings frequently occur, and affected children are regularly judged negatively.

Many parents tell me, "Maybe my child has ADHD, but I'm not sure I want a diagnosis. I don't want my child to be labeled."�

Sadly, whether there is a diagnosis or not, judgments are already being made. Stigmas and stereotypes are being associated with the child, even if said stereotypes are totally incorrect.

For example, many of the hardest working people I know have ADHD. Most recently, my child said, "Mommy, I need to keep working and working until I get it. I can't give up." He is very concerned about the feelings of others. He doesn't always know how to regulate his emotions. He is painfully aware he doesn't have a best friend at school.

Unfortunately, this stigma has an impact on a child's self-esteem and increases isolation. Others may choose not to associate with the family and child with ADHD. With early treatment and intervention, there is less negative impact on a child's self-esteem.

If you find yourself struggling to overcome the stigma of ADHD, or if your child is struggling, here are some tips to help you.

Get informed

• There is a biological component to ADHD.

• The part of the brain that controls executive functioning is impaired.

• Children are impulsive, blurt out answers, talk excessively, may hit others, and have trouble with time management, starting and completing tasks.

Be an advocate

• You don't have to disclose a disability in order to help others recognize that comments and behavior are disrespectful and isolating.

• Compassionately correct bad stereotypes. Be an example.

• Be willing to talk about ADHD. Share your experience. Help dispel myths.

• You must be the advocate for your child. He may have difficulty negotiating peer relationships, and he will need assistance at school. You need to be his voice until he is able to be his own. For example, you may need to help a teacher understand how to teach your child with requests like, "My child has difficulty turning in assignments. He'll need a little reminder."

• Empower your child in ways to advocate for himself, and help him understand his strengths and limitations. For example, he may need to say to his teacher, "I get grumpy when I haven't eaten. Will you remind me to check my backpack for a snack?"

Associate with others

• Seek out other people facing the same problems. I found a playgroup that meets monthly. We share community resources, discuss schools and treatment. It's reassuring that when my child is struggling the other moms understand.

• Join the national association and local chapters of CHADD (Children and Adults with Attention Deficit Hyperactivity Disorder) For example, our local chapter offers support groups, parenting classes, and treatment information.

With added awareness and support, people who live with ADHD can learn to enjoy a fulfilling and happy life.

The post Coping with the stigma of ADHD appeared first on FamilyToday.

I am a disability advocate and professional with the unique perspective of being an adoptive mom of children with disabilities. My oldest has ADHD accompanied with severe anxiety. We've had some experiences over the years.

In the course of my daily life, I've have had many conversations with others about ADHD with a whole variety of people (professionals, friends, coworkers, clients, etc.) It's usually the same conversation every time.

"Doesn't every kid have ADHD at some point? Kids will be kids ..."

It's true, kids are busy, active and have lots of energy. However, the key difference between a case of "kids will be kids" and ADHD is a question of depth.

It is developmentally appropriate for a preschool-aged child to move around, not be able to sit still, or not be able to listen to a long story. Speech and hearing, separation anxiety, and other basic "growing pains"� can and do affect a non-ADHD child's attention and behavior.

The demands of time management, organization and starting and stopping projects can quickly become overwhelming as a child grows. The increased demands in school and at home can spur behavioral issues. So, logically, what was once deemed as developmentally appropriate is now manifesting itself as a problem - or is it?

With a true case of ADHD, the distraction, high energy, restlessness, jumping around, talking loudly, and disruptiveness is that these impairments are intensely pervasive in every aspect of the child's behavior and occurs often in every setting.

A child with ADHD has pervasiveproblems. By that, I mean to say the problems experienced show up often, last longer, and are more intense than what other children experience.

So how can you know if it's really ADHD? Parents Magazine published an article in its May 2012 issue, which contained a great checklist for helping determine whether or not your child has ADHD.

Every child displays the following behaviors some of the time, but with ADHD the extent of these behaviors makes it difficult to function at all. Ask yourself:

• Does your child have trouble listening when you ask him or her to do something?

• Is he or she more easily excitable or fidgety than other kids?

• Is your home life filled with conflicts over mealtime, bedtime, and brushing teeth?

• Has your child's teacher raised concerns about his behavior?

• Is he or she easily distracted? Particularly forgetful?

• Does he or she blame others for his shortcomings?

• Does he or she have trouble getting along with friends?

If you're like me and can answer yes to every one of these questions, here's some other useful information and tips that might be useful for you as you and your child confront ADHD.

• There is a genetic link for ADHD.

• ADHD is not all genetic. The environment plays a part too. Prenatal drug exposure, smoking, and environmental toxins can contribute to neurological defects present in ADHD. Prenatal smoking alone increases likelihood of ADHD by 20 percent.

• There's no cure for ADHD, but there are treatments: behavior therapy, parenting skills, and medication. I believe in a comprehensive approach. Pills are not skills. Medication is needed, but alone it is insufficient.

• Parents need to find out what works with their ADHD-affected children. I have my son look at my eyes before I tell him anything. Sometimes I have to lightly tap him or hold his hand. We do our best to reinforce positive behavior verbally, with incentive charts, and short term rewards.

• ADHD makes learning difficult. A child who has trouble staying focused can't absorb information the same way as other kids.

• Teaching specific skills is possible in kids with ADHD, but it takes them longer to learn. Let me repeat, it takes longer to learn, but they can learn skills.

• The brain looks different in people with ADHD. The part of the brain that helps control behavior and maintain focus is smaller in people with ADHD.

• ADHD affects a person's working memory. Working memory is the ability to hold information, use it to solve a problem and demonstrate a related skill. For instance, if my son repeats and repeats information it makes it to his long-term memory. But asking him to repeat something I just said is very difficult for him.

Even though ADHD has presented challenges for my children and our family life, at the end of the day, I love my children. Being with them is exhausting, challenging and extremely rewarding. I love their unique gifts and appreciate their challenges.

The post Is it boys being boys? How to tell if your child has ADHD appeared first on FamilyToday.

As a professional who works with people with disabilities, I have attended many meetings for school accommodations and services. Now that I'm a parent of a child with a hidden disability, the tables are turned. I find myself feeling stressed, anxious and intimidated about the upcoming school year.

I would like my child to have a good school year. Achieving success would be nice, but more importantly, I want him to have access to an environment where he can participate and learn. Federal legislation such as The Individuals with Disabilities Education Act(IDEA) and the Rehabilitation Act of 1974 ensure children with disabilities have access to an education. ADD and ADHD present educational challenges. Accommodations are intended to help moderate the effect of the limitations that are caused by ADHD. Children with ADHD need accommodations at school to help him succeed. It is not special treatment. Rather, it is assistance that provides an opportunity to participate in education as any other child.

To lessen your stress as a parent and assist your child this school year, there are some steps you can take. First, take a deep breath. Next, smile. As a parent, be kind; your positive attitude will help. Remember that you, your child's teacher and the principal will be working together for the year.

To help your child with ADD or ADHD in the classroom

• Discuss your child's limitations with the teacher.

• Consider writing a letter to the teacher and the principal requesting the need for services and accommodations.

• Be willing to share your ideas and consider suggestions from the school in order to have a positive and collaborative experience.

• Provide documentation of your child's disability to the school, or the school will conduct an assessment to determine if your child qualifies for services.

• Continue communicating with your child's teacher about the effectiveness of the interventions and whether or not changes need to be made.

• Involve your child in the process. Talk about the accommodations that are meant to help. Eventually, have him attend school planning meetings.

• Get your child's opinion. I talk with my son about how the teacher will remind him about his homework or his snack. I want him to try and understand his needs. He may not completely understand the process now, but it begins the pattern for the lifelong process of recognizing his needs and accommodations.

Accommodations for distractibility

• Children with ADHD are easily distracted by activities outside the classroom and conversations of others. Sit near the front of class to hear the teacher and limit distractions in the classroom.

• When sitting at a desk to complete assignments, a child can have access to a privacy board (three-fold presentation board) to limit classroom distractions.

Accommodations for organization

• A folder with pockets for homework items.

• Once your child is home, review the assignments. At school, his teacher can prompt your child to turn in the assignments in the folder.

Accommodations for excess energy

• A "safe zone"� where your child can retreat or move around without getting in trouble for being out of her seat. This safe zone can be chosen by the child in collaboration with the teacher.

• A taped boundary around her desk where she can move freely without being punished for being out of her seat.

Accommodations for testing

Children with ADHD are easily distracted and have difficulty completing a test, especially when the assessment is timed. These accommodations help with the limitations:

• Tests taken in a separate room with minimal distraction.

• Responding to questions directly in the test booklet rather than on an answer sheet.

Helping your child at home

• Have a special place for a backpack and other school items when entering your home. This sets a pattern and helps reduce the frustration of looking for items.

• Create a checklist. For my son, we have a checklist for his homework. It helps him manage his time and gives him a sense of accomplishment.

• Give incentives. Again, we have a chart to earn stickers and rewards. For example, when he finishes math homework, reading, and spelling lists he gets a sticker on his chart. If he gets all of his stickers, he earns a reward: 15 minutes of computer time, choice of a surprise from the basket, or one-on-one time with a parent. Vary items and the time when rewards are earned. This keeps novelty and anticipation as an incentive

Children with ADHD can have success in school. It may require some creativity, patience and communication. However, providing your child with problem-solving skills to effectively manage the symptoms of ADHD in the classroom will ultimately prepare him for future work experiences and interactions with others.

The post Requesting school accommodations for children with ADHD appeared first on FamilyToday.

Attention Deficit Hyperactivity Disorder (ADHD) is more common than the general public is aware. ADHD affects 5 million children in the United States, regardless of gender. However, boys are three times more likely to be diagnosed with ADHD than girls.

Boys are more likely to be diagnosed with ADHD because their behavior is more disruptive. For example, boys routinely blurt out answers in a classroom setting. At dinner, boys may struggle to sit still, have poor table manners, and talk excessively with a mouth full of food. In a public setting, boys may run around incessantly, climb or jump off their surroundings, or struggle to stay quiet when it's important such as at the library.

While some commonality exists between the symptoms of ADHD for boys and girls, ADHD manifests itself differently in young women. At school, a girl may be less likely to fidget in her seat, but she will have difficulty starting and finishing her assignments. She may also become distracted by conversations of others and forget to turn in homework.

As a result, boys are generally diagnosed with ADHD at a younger age, usually between ages 4 and 7. Girls, because their symptoms are not readily noticed, may not be diagnosed up to the age of 14. Because girls receive a diagnosis later, they miss out on intervention and treatment options.

Girls may not be diagnosed with ADHD until the condition begins dramatically affecting her school, home, and social life. Kids with ADHD have difficulty managing social relationships. As girls age, they are expected to work well in groups, stay organized, and remember important details, which are all tremendously difficult for girls with ADHD.

The burden of ADHD in girls is only magnified by the transition to adolescence. Girls with ADHD are more likely to experience stress because of their difficulty succeeding at home and school. That stress is magnified further by the concern a girl may have for her appearance and body image. As a result, girls may suffer poor self-esteem, anxiety, and depression.

Again, here are the symptoms of ADHD in boys:

• Poor concentration

• Easily distracted

• Difficulty focusing

• Fidgeting

• Blurting out responses

• Impulsive behavior

• Interrupting conversations

By contrast, here are the symptoms of ADHD for girls:

• Poor concentration

• Easily distracted

• Poor organization

• Difficulty focusing

• Forgetfulness

ADHD can occur simultaneously with other mental health disorders, including anxiety, depression, and bi-polar disorder. Girls may have an increased risk for anxiety and depression. It is important to address these disabilities promptly, possibly through behavioral interventions, medication, or both.

It may seem overwhelming to face ADHD. However, there is hope. Pursuing diagnosis and treatment of ADHD can assist a girl to avoid some of the problems caused by delaying diagnosis and management of ADHD. It is also important to seek help for your daughter if you are concerned about the stigma of ADHD and other mental health issues.

Understanding the gender gap in ADHD can assist children in receiving intervention and help all children with ADHD to reach his/her potential.

The post The gender gap of ADHD appeared first on FamilyToday.

Children with Attention Deficit Hyperactivity Disorder have difficulty with what is known as executive functioning. They are impulsive, have difficulty following directions, and have trouble concentrating on tasks. It causes difficulties in home life, peer relationships, and school. If you find yourself wondering, "Is it really ADHD?" you might consider pursuing a diagnosis and treatment.

ADHD is a disability that affects 5 million children in the United States, but that doesn't make pursuing a diagnosis and treatment any less intimidating if you're the one faced with this challenge. If you find yourself on the verge of seriously pursuing a diagnosis and treatment for your child's ADHD, here are a few suggestions that might help.

Start early

ADHD can be diagnosed in children as early as 4 years old. Often, there is a waiting period of several months to have an appointment with a specialist so scheduling an appointment as soon as possible is important.

Advocate for your child

As a parent, you can initiate the discussion with health care providers and school professionals in best assisting your child.

Talk to your pediatrician

Your child's doctor will discuss behavior and symptoms, and will attempt to determine the cause for the difficulties your child is experiencing. Your doctor may also be able to provide referrals to other specialists.

Be open with the professionals

Provide as much information as possible

about the difficulties in your home, school, and social relationships. This helps in establishing the comprehensive diagnosis and in how best to treat your child's ADHD.

Provide a complete medical and developmental history

ADHD has a genetic component. Prenatal exposure to smoking and other substances can also affect executive functioning.

Talk with your child's teachers

Express your concern about the difficulty your child is experiencing. A team of professionals such as the teacher, special education teacher, principal, and school psychologist will assist you in pursuing a course of action. The Individuals with Disabilities Education Act ensures your child has access to education and school services free of charge.

seek services from a professional

If you're referred to a specialist, seek services from a professional with advanced training in psychology and brain functioning, preferably a pediatric neuropsychologist.

ADHD Diagnosis

The preferred method for diagnosis of ADHD is a comprehensive neuropsychological evaluation. The evaluation includes interviews with both parent(s) and child. Information is collected about development, family history, and school. In addition, parents and teachers complete standardized questionnaires to determine the impact of the child's condition in home and family life, school, and peer relationships. Finally, standardized tests for intelligence and cognitive functioningare administered to your child.

Upon completion of the evaluation, a psychoeducational report is provided. The report contains medical and developmental history, a summary of observations in home and school settings, the cognitive assessments conducted, and the results of the evaluation. Also included are recommendations for treatment and accommodations.

If the diagnosis confirms what you are likely expecting, you are then faced with the choice of proactively treating ADHD or facing yours and your child's challenges on your own. Before making that decision, get educated. Here are the treatments your doctor will probably recommend.

Treatment options

Behavioral interventions

- This may include cognitive behavior therapy and parent training for child behavior management skills.

Medication

- Stimulant and non-stimulant medications have been proven effective through research for several decades.

Combination of behavioral interventions and medication

- Many children require combined treatment of behavioral interventions and medication.

Nutrition

- Many parents have removed sugar, preservatives, and hormones from a child's diet in order to reduce the effects of an executive functioning deficit. Although some parents have reported a change in behavior, there is limited research to substantiate these claims.

Treating ADHD effectively will assist your child in developing a positive self-esteem and in obtaining appropriate accommodations. Treating ADHD properly also makes your child less likely to seek ineffective treatment for ADHD or abuse dangerous substances.

Don't give up. Determining the right treatment for your child is a process, but doing so can greatly improve the quality of life for you and your child.

The post Diagnosis and treatment of ADHD appeared first on FamilyToday.